Charles Gonzalez

I have worked with diverse populations of pre-service teachers, public school students, and out-of-school youths for nearly two decades. I have taught literature and writing courses to teacher candidates as well as teaching methods and education courses.

I have published research on multimodality, teacher education, and implementing digital video into ELA classrooms.  My current work centers on discovering ways to encourage and support teachers to be culturally relevant and uncovering ways to develop new culturally sustaining pedagogies. I have been part of over twenty educational conference presentations.

• Buono, A., & Gonzalez, C. H. (2017). Bodily writing and performative inquiry: Inviting an arts-based research methodology into collaborative doctoral research vocabularies. International Journal of Education & the Arts, 18(36).
• Gonzalez, C. H. (2017). Quivers, Parties, and Eco-Systems: Classroom as Culture in Pre-Service Teacher Education, The English Record 76(1), 1-37.
• Bruce, D., Sullivan, S.R., Barrett, N., & Gonzalez, C. (2019). "Full of sound and fury: Rural students' use of digital literacies in exploring space, place, and identity." In D. Pyles, R.Rish, H. Pleasants, & J. Warner, (Eds.), Negotiating Place and Space Through Digital Literacies.
• Asmus, B. & Gonzalez, C. H. (Eds.) (2020). Engaging the Critical in English Education: Approaches from the Commission on Social Justice in Teacher Education. Peter Lang Publishing, Inc., New York.
• Alexander, K., Vermette, P., DiMarco, S., & Gonzalez, C. H. (in press). Questions in Secondary Classrooms: Toward a Theory of Questioning. American Journal of Education, Chicago.